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Learning objectives for teaching and training

Published online by Cambridge University Press:  02 January 2018

Patricia Hughes
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“Everywhere increased complexity and mind-burdening terminology. What is the teacher to do? And more important, what can the poor student do, confronted with so much new knowledge and a Rabelaisian onomatomania?” (Osier, 1913).

The publication of Tomorrow's Doctors(General Medical Council, 1993) opened our minds to the need for a more thoughtful and evaluated approach to education in medicine. The expansion of medical knowledge has shown no sign of slowing, which makes it imperative that we find ways to prioritise and organise what we teach so that students are given a clear structure. Learning objectives are one of the building blocks that give order to what we do with and for our students.

Type
Research Article
Information
Advances in Psychiatric Treatment , Volume 5 , Issue 4 , July 1999 , pp. 305 - 310
Copyright
Copyright © The Royal College of Psychiatrists 1999 

References

General Medical Council (1993) Tomorrow's Doctors: Recommendations on Undergraduate Medical Education. London: GMC.Google Scholar
Lowry, S. (1992) What's wrong with medical education in Britain? British Medical Journal 305, 1277–1280.Google Scholar
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Newble, D. & Cannon, R. (1994) A Handbook for Medical Teachers. London: Kluwer Academic.Google Scholar
Osier, W. (1913) Examinations, examiners and examinees. Lancet, 1047–1059.Google Scholar
Prideaux, D. J. (1992) Assessment of clinical competence in surgical students. Paper presented at the Fifth Ottawa Conference.Google Scholar
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